The Rising Into Special Education Teacher Collaborative (RISE-TC) is a partnership between Johns Hopkins University and Montgomery County Public Schools (MCPS) that prepares teachers to use evidence-based, culturally responsive practices to support students with disabilities in inclusive and special education settings.
Applicants interested in RISE-TC should apply to the JHU MS in Special Education – Mild-to-Moderate Disabilities Program and complete a supplemental application to be considered for RISE-TC. Once enrolled, students must agree to complete the required master’s practicum in MCPS.
RISE-TC candidates will receive financial support through stipends of up to $5,000 per semester for up to four semesters (not including summer sessions) for education-related expenses.
Coursework & Fieldwork
RISE-TC candidates will complete a two-year, 39-credit graduate program with high-quality coursework and real-world application. They will also complete a yearlong teaching practicum in MCPS during Year 2 of the program. Throughout the program, candidates will receive mentorship from JHU faculty and supervisors as well as MCPS mentor teachers.
Candidates who complete the program will earn their Master of Science in Special Education and be eligible for the Maryland Generic Special Education Certification at the Elementary/Middle School Level (Grades 1-8) or the Secondary/Adult Level (Grades 6-12).
Eligibility and Requirements
To be eligible for the RISE-TC funding and training opportunities, applicants must meet all program admissions requirements and agree to complete their practicum with Montgomery County Public Schools in Maryland.
Students must meet the following eligibility requirements for the RISE-TC cohort:
- Complete the admissions application and be admitted to the JHU MS in Special Education – Mild-to-Moderate Disabilities Program and once enrolled, agree to complete the required master’s practicum in the Montgomery County Public School District.
- Complete the supplemental application for 2024-2025 by July 31, 2024.
Alexandra Shelton, PhD
“The RISE-TC model will shape teachers’ self-efficacy and mastery in classrooms, but there is also an aspect of cultural and linguistic responsiveness to increase and improve equitable access to high-quality learning for students with disabilities of all backgrounds.”